《建筑概论》课程双语教学的实践与感想

《建筑概论》课程双语教学实践使我们更深刻地认识到英语不应被看作是一门课程,而是一种现代专业技术人员必备的获取信息的工具;在专业学习中强调对英语的学习,是对今天网络信息时代的一个积极适应.在五年专业学习过程中加入英语的专业内容,应当是一个连续不断和循序渐进的过程.     

影响广东学生英语语音学习的外部因素

本文以第二语言习得理论为指导说明单方言背景和洋经浜英语是影响广东学生英语语音学习的特殊外部因素,并从文化语言学角度分析这两种因素产生的根源.     

园林与如画——18世纪英国如画园林思想的流变

本文旨在通过对在不同时间和空间中如画所显示出来的多变性和多样性的研究,详细分析了18世纪英国如画园林的发展与变化,从而准确聚焦18世纪英国景观理论家和从业者的实践,跨越时间与空间,正确解读18 世纪英国的如画园林。     

认知参照点模型在英语教学中的应用

文章尝试用兰盖克的认知参照点模型解释中英文中一些存在差异的表达方式,并结合学生在中学物理学习中参照物的概念,分析了怎样引导学生理解英语中不符合中文表达习惯的句子.     

大学英语教学中语言点教学与语篇教学探讨

本对普通高校大学英语课堂教学课讲解中所采用的“语言点”与“语篇”两种教学模式进行了探讨，笔从“语言点”及“语篇”教学的相互关系及教学论的角度，提出了将两种模式有机结合的观点。     

化学专业科研论文的撰写技巧探究

撰写英文论文是科研人员必备的基本功,学习撰写英文文章也是每一个研究生的必修课。只有掌握撰写论文的技巧,并通过反复实践,才能加强自身的研究能力。本文从英文文献的阅读习惯出发,通过整个篇章的分析、文章结构的安排和逆向梳理法运用,对如何培养准确清楚的表达和撰写化学专业英语论文的能力进行了阐述。     

土木工程专业英语实践环节的教学改革

文章针对目前土木工程专业英语教学中存在的问题,提出实践环节的教学改革,以专业知识获取为切入点,运用完善的文献检索系统,达到专业英语能力培养的目的。结果表明,通过设置合理的实践环节可有效激发学习兴趣,培养学生获取英文专业知识的能力,以此改善专业英语教学质量,培养应用型人才。     

基于分析软件“CiteSpace”的声景研究英文文献知识图谱分析

国外关于声景的探索经历了数十年的发展,对其进行系统梳理与总结对于中国声景研究具有重要的借鉴价值。文章以"Web of Science"核心数据库中近20年的相关英文文献作为研究对象,依托科学计量分析软件CiteSpace的知识图谱绘制功能,展现国外声景研究的学科及期刊分布特征、理论基础与研究热点。研究发现,国外声景研究呈现出明显的多学科特征。在研究热点上,从接续Schafer的理念、关注人类对声景的感知,到兼顾生物圈中非人类生物对声景的响应,再到以"格局-过程"为指导关注区域层面的声景生态特征与演变机制,是国外声景研究的主要发展脉络。声景研究框架的拓展使国外声景研究得以越来越全面和科学地解释和理解声景现象,并为声景实践的开展奠定了良好的基础。不足之处在于研究内容有待深化、研究学科有待融合、声景标准化建设有待加强、声景普及有待提高,而这也是国内声景研究实现跨越发展需要积极补足的方面。     

Computer Network Assisted Test of Spoken English

With the development of computer network technology, the means of foreign language teaching have changed. Computer aided spoken English test is a new test method, and there is a great advantage compared with the traditional oral test. In order to further understand the superiority of the computer aided spoken English test, this study took the sophomores of Foreign Language Department in Henan University of Chinese Medicine, China, as the subjects and carried out the traditional interview-type spoken English test and computer-assisted spoken English test. The score system based on Hidden Markov Model (HMM) was used, and then the two tests were carried out. The performance in the two tests was compared, and the attitudes of the participants to the computer assisted Spoken English test were analyzed in the form of questionnaires. The results showed that the computer aided spoken English test could better reflect the true level of the students, and the teachers and students clearly stated that the computer aided spoken English test could relieve tension and reduce the burden of teachers. The research verified the feasibility of the computer-assisted spoken English test, which provides a reference for the promotion of the computer-assisted spoken English test.     

MEMIS: A Mobile-Supported English-Medium Instruction System

Education is one of the most important elements in our lives, as it provides a direct gain in knowledge. Thus, in order to provide better academic achievement, more and more instructors are adapting collaborative learning to their classes. However, two major problems lurk behind collaborative learning. First, it is difficult to apply collaborative learning because students tend to engage passively with traditional lectures. As a result, interactive technologies such as clickers have been applied to increase interactive learning and raise the rate of interaction. Nevertheless, these interactive technologies still have some limitations, such as limited mobility, high costs, setup issues, technical difficulties, and little support of higher-order thinking skills. Second, recently there has been an increasing number of EMI (English as Medium of Instruction) courses added to university course offerings in countries where English is not the first language. The goal of these courses is to support university internationalization and address the global status of English. However, it is even harder to achieve in-class interaction in large EMI lecture courses. In addition, some studies argue that EMI courses might affect the overall learning of course content because of students’ poor lecture comprehension and passive engagement in class.In order to address the limitations of interactive technologies, encourage more collaborative learning, facilitate greater in-class interaction in large lecture courses, and resolve students’ poor lecture comprehension in EMI courses, the author introduces MEMIS (Mobile-Supported English-Medium Instruction System), which includes both a T&S (Teachers & Students) mobile app and an EMI pedagogical method. The author first provides detailed implementation and all the features of the T&S mobile app, which improves students’ perceptions of classroom participation and in-class interaction. Then the author explains how she develops her EMI pedagogy such that it utilizes the features of the T&S mobile app to: 1) increase students’ overall learning in her EMI course, 2) develop students’ construction of knowledge and higher-order thinking, and 3) achieve all six cognitive processes from Bloom’s revised taxonomy. The author adapts a quasi-experimental design, statistically analyzes the effectiveness of both exam scores and final grades between a control group and an experimental group, and then asks students to evaluate their experiences and provide feedback about MEMIS. Based on both statistical results and students’ overall feedback, the author confirms that MEMIS is an effective approach that improves lecture comprehension, encourages more class engagement, promotes collaborative learning, and achieves better learning outcomes.